Redesign of Redesign of Intermediate Algebra Intermediate Algebra THE UNIVERSITY OF ALABAMA THE UNIVERSITY OF ALABAMA College of Arts and Sciences College of Arts and Sciences Department of Mathematics Department of Mathematics NCAT Redesign Alliance Conference NCAT Redesign Alliance Conference March 23, 2009 March 23, 2009
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Redesign of Intermediate Algebra THE UNIVERSITY OF ALABAMA College of Arts and Sciences Department of Mathematics NCAT Redesign Alliance Conference March.
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Redesign of Redesign of Intermediate AlgebraIntermediate Algebra
THE UNIVERSITY OF ALABAMATHE UNIVERSITY OF ALABAMACollege of Arts and SciencesCollege of Arts and SciencesDepartment of MathematicsDepartment of Mathematics
• Intermediate Algebra• 1700 students per year• Taught in traditional, lecture-based setting• Taught entirely by instructors and GTAs
Course FormatCourse Format
• Courses taught in rigid format• Common syllabus
• Common presentation schedule
• Common tests
ProblemsProblems
• Courses teacher-centered• No support for multiple learning styles• Inconsistent coverage of topics• No flexibility in instructional pace• Lack of student success• Very high course repeat percentage• Negative impact on student retention• Significant drain on resources
SolutionSolution
• Identify an alternative structure that:• Had faculty and instructor support• Was learner centered• Supported multiple learning styles• Provided consistent presentation of
material• Allowed students to work at own pace• Increased student success• Reduced resource demands
Approach SelectedApproach Selected
• “Math Emporium” model developed by Virginia Tech
• Initial application to Intermediate Algebra (Math 100)• Approximately 1300 students per year
CourseCourseFormatFormat
Course FormatCourse Format 30-50 minute “classes” that introduce students to
topics and integrate the topics into the overall course objectives
3-4 hours in Mathematics Technology Learning Center (MTLC) or elsewhere working independently using course software that presents topics covering specific learning objectives
Instructors and tutors available in MTLC 71 hours/week to provide individualized assistance
Course Format (continued)Course Format (continued) Students review topic material Students work homework problems that
cover defined learning objectives Homework is graded immediately by the
computer providing the student with instant feedback on their performance
After completing homework, students take quizzes that cover learning objectives
Course Format (continued)Course Format (continued) Students can do homework multiple
times and take quizzes twice, always receiving instant feedback
After completing homework and quizzes on a series of topics, students take a section test
Tests are given only in the MTLC Tests available on demand with a
specified completion date
Fundamental PremiseFundamental Premise
Students learn mathematics by doing mathematics
Advantages of Course FormatAdvantages of Course Format